Designing equitable and inclusive assessments in pharmacology: Insights from education practices in medical sciences.

The spread of inclusive education has intensified globally, driven by the expansion of educational policies, normative pressures, and institutional reforms aimed at promoting equity and access to education. Educational systems have been incorporating inclusive pedagogical models, support structures, and teacher training programs, reflecting institutional expectations related to organizational legitimacy and compliance with normative guidelines. However, despite the widespread formal adoption of inclusion, its implementation remains heterogeneous, showing variations associated with organizational capacity, professional qualifications, and the availability of institutional resources. This scenario highlights the need to understand how and why inclusive practices spread and consolidate in different organizational contexts. In this sense, Institutional Theory offers a relevant explanatory lens by highlighting the role of coercive, normative, and mimetic pressures in organizational convergence. Therefore, this study aimed to analyze the diffusion and institutionalization of inclusive education practices through the lens of Institutional Theory, with an emphasis on mimetic isomorphism, through an integrative literature review. Data collection was carried out in the Web of Science database, using the descriptors ("inclusive education") AND ("diffusion" OR "adoption" OR "implementation"), initially resulting in 62 studies, of which 14 met the inclusion criteria and were fully analyzed. The results revealed four central mechanisms associated with the institutionalization of inclusive education: teacher training as a vector of professional standardization, the diffusion of institutional policies and models, the organizational transformation processes necessary for implementation, and the institutional barriers that condition the adoption of inclusive practices. These findings indicate that inclusive education spreads through structured institutional processes, guided by the pursuit of legitimacy and organizational conformity. It is concluded that inclusive education constitutes an institutional phenomenon in consolidation, whose dissemination results from the interaction between public policies, professional standards, and organizational dynamics, contributing to the convergence and stabilization of inclusive practices in the educational field.

Australia's national legislation and policy have affirmed the right of children with disability, including developmental disabilities to inclusive education. Yet, policy reviews and empirical research have raised concerns about the misalignment between inclusive policy and practice across Australian states. Drawing from these sources, this article endeavors to reflect upon the divide between the Australian policy on inclusive education and inclusive practice by considering the advances, obstacles, and challenges in achieving systemic inclusive education in the Australian education context. In the last part, we offer four propositions that could close the gap between policy and practice and enable students with developmental disabilities to have access and be successful learners in their local mainstream school.

The study investigated Senior High School (SHS) mathematics teachers’ preparedness to implement inclusive mathematics education principles and practices in their mathematics classrooms. A sequential explanatory mixed methods design was employed with a sample of 195 SHSs mathematics teachers selected conveniently and purposefully, from the then 10 political regions of Ghana, to participate in the study. Data was collected using a cross-sectional survey that used a structured questionnaire, administerd online, to elicit information on SHS mathematics teachers’ preparedness to implement pedagogical practices assoiated with inclusive mathematics education in the classroom. This was followed by interviews with 4 mathematics teachers from the 4 of the five Ghana Education Service school placement categories. The study revealed that mathematics teachers in senior high schools are inadequately prepared to implement an inclusive mathematics education curriculum principles and practices in their classrooms. Most of the teachers’ knowledge of inclusive education principles and practices is low. It was observed that approximately 59% of the mathematics teachers sparingly use inclusive education practices or strategies in their mathematics classrooms. It is therefore recommended that various stakeholders, particularly, the Ghana Education Service, should put measures in place to organize training on inclusive mathematics education to upgrade in-service mathematics teachers’ knowledge on inclusivity. Also, mathematics teacher education programmes in teacher education colleges and universities should be reviewed to include inclusive mathematics education principles and practices so that mathematics teachers from various institutions would be equipped to practice inclusivity in their mathematics classrooms.

This study investigated the competence, performance, and inclusive literacy practices of elementary educators in the Mercedes District. Utilizing a quantitative descriptive-correlational design, the research assessed performance through IPCRF ratings and inclusive practices via a validated questionnaire. Teachers achieved an "Outstanding" performance level across all Key Result Areas, particularly in Content Knowledge and Pedagogy. Inclusive literacy dimensions were consistently practiced, with Assessment and Evaluation and Cultural Competencies emerging as the most evident practices. Correlation analysis revealed significant positive relationships between professional competence and inclusive practices, notably between Community Linkages and Cultural Competencies. Conversely, challenges were "sometimes experienced," with Differentiated Instruction and Instructional Strategies identified as the primary obstacles. A significant negative relationship confirms that increased proficiency in inclusive practices reduces the frequency of encountered challenges. While teachers exhibit high professional mastery and a strong commitment to equity, environmental barriers such as resource scarcity and rigid curriculum planning hinder seamless implementation. The results suggest that teacher willpower alone is insufficient; institutional support is vital to mitigating obstacles in diversity-focused environments. The study proposes Project MELODY (Mobilizing Educators for Literacy Optimization and Diversity-Yielding Practices) to bridge gaps in action research and community mobilization. Recommendations include providing greater administrative flexibility for differentiation, prioritizing funds for diverse literacy tools, and establishing peer-mentoring systems through School-based Learning Action Cells (SLAC).

Looking Beyond Political Qualifications of Councillors in Managing Urban Councils of Zimbabwe

Background Professional learning communities (PLCs) provide a collaborative framework for improving teaching and learning by fostering mutual trust, shared goals, and collective responsibility. Research indicates that PLCs can support inclusive education by promoting responsiveness to diversity. Collective efficacy, defined as educators’ shared belief in their ability to make a difference, is a key factor in this process. This study explores how the concepts of PLCs, inclusion, and collective efficacy can inform the development of internal school systems to support all learners. Purpose The study explored how the development of internal school systems within one Norwegian municipality enhanced inclusive educational practices by strengthening PLCs through the increased involvement of Educational-Psychological Services (the EPS). The study defined inclusive education as support for pupils with special educational needs (SEN) within mainstream classrooms. Throughout the article, references to inclusive education refer specifically to reducing the segregation of SEN pupils by strengthening support systems within general education settings. Method The study adopted a qualitative research design, gathering data through three focus group interviews with school staff and EPS counsellors across three schools. Discussions and reflections focused on the concepts of inclusion, early intervention, and systematic collaboration. The data were analysed using reflexive thematic analysis. Findings There was a need for more structured routines for special needs education and a clearer understanding of how schools and the EPS could collaborate in accordance with official procedures, including the integration of the EPS into the schools’ PLCs. Schools emphasised the importance of fostering closer relationships to strengthen educational practices. Both teachers and EPS professionals highlighted the need to develop competencies that supported the strengthening of inclusive practices. Conclusion The study underscores the importance of PLCs, standardised procedures, and ongoing professional development in strengthening collaboration between schools and specialist services. Fostering internal competence, aligning practices, and considering the unique needs of each school, can create the potential to collectively support inclusive practice.

Despite considerable investments in transforming the physical education (PE) curriculum and improving PE quality in primary schools, reports indicate that quality implementation is mostly impeded by systemic barriers, especially at the administrative level. It is suggested that the vision of propelling quality PE is in the hands of administrators, especially principals. However, this role has been previously overlooked. This study explores the principals’ attitude towards PE implementation, specifically by examining four implementation domains: a) supervision and monitoring (S&M); b) professional development (PD); c) support & allocation (S&A); and d) resource and curriculum (R&C). Seven personal variables (e.g., gender, years of teaching experience, working experience as a principal, type of school, academic qualification, professional qualification, physical activity level) were used to compare attitudes among groups across implementation domains. The ratio of 3:1:1 stratified random sampling was carried out to determine the sample size of 250 schools out of a total of 372 schools from five randomly selected districts in Selangor. Descriptive statistics showed that administrators generally had a low positive attitude towards the implementation of PE (mean= 3.88, SD= .604) but still being in a favourable range. One-way analysis of variance (ANOVA) revealed that the attitude in carrying out PE implementation was significantly different (p < .05) among personal variable groups: a) type of schools; b) academic qualification; c) professional qualification; and d) physical level activity. The school leaders’ attitude towards PE implementation may be dependent on the investigated variables which influence the development and sustainability of quality PE programme.

Inclusion in education, as a theoretical and practical concept, has been widely accepted and represents a common feature of the functioning of modern school systems, and is also included in global and national education policies. Over the last decades, modern education systems have undergone reforms aimed at developing inclusive educational practice, with admittedly varying levels of success. In addition to changes in teaching and school work, the successful implementation of inclusion in education requires changes in the content and structure of schools and in the functioning of the school system. Inclusive practice must be developed alongside the development of inclusive policies and a culture of inclusivity, which is only possible within an inclusion-oriented education and social system. Therefore, the characteristics of the social context can be regarded as a key determinant in the practical implementation of inclusion in education. After looking at inclusion in education as the goal and content of current reform processes, the paper analyzes the prerequisites for the successful implementation of this concept in the practice of school work and then goes on to consider the characteristics of the social context as a determinant of the development of inclusive school practice. In order to illustrate the authors' assessment of the importance of the characteristics of the social context as a determinant of the successful development of inclusive school practice, the paper gives a brief overview of the progress and results of the implementation of inclusion in education in Finland and India.

Teacher self-efficacy and inclusive education practices: Rethinking teachers’ engagement with inclusive practices

Multicultural schools are not merely schools where students of different ethnic groups or nationalities learn together, but primarily they are schools with an ethos. The facets and characteristics of such schools impact the learning trajectories of students and inclusive practices are the norm there. The effective implementation of such practices, the strategies for keeping the learning environment inclusive, alongside preserving identities and fostering developmental pathways are core values in multicultural schools. The article aims at highlighting the importance of salient features of such schools and the implementation of case studies provides models and frameworks to be observed. Furthermore, a skill set that promotes critical thinking and problem-solving in the context of blended learning, alongside the face-to-face one, are core competences in a multicultural learning environment. The identity construction of each ethnic group needs to blend into an educational environment that fosters unswerving cross-cultural teaching. Inclusion and integration are part of a student-centered approach to teaching, in schools where means and methods are tailored to address the specific needs of the student, turning a dependable child into an autonomous adult, regardless of the diverse socio-economic or cultural backgrounds students come from.

The sports industry is growing exponentially worldwide and making significant contributions towards engaging people across varied cultural, racial and socio-economic backgrounds. It is well documented in the literature that sports tourism offers an array of benefits for athletes. However, athletes with physical disabilities experience more challenges during sports tourism pursuits than their able-bodied counterparts. These athletes are, furthermore, subject to (mis)representations in dominant discourse. This study aims to understand the experiences of athletes with physical disabilities to inform inclusive sports tourism practices. This study followed an interpretivist approach and used a qualitative research methodology design to gather data on the lived experiences of athletes with physical disabilities. Snowball sampling was used, and data were collected through in-depth, semi-structured telephone interviews. Thematic analysis was used to analyse the data. This study found that the athletes enacted agency and challenged the structures that constrained their sports tourism pursuits by creatively reshaping these spaces and not succumbing to being passive victims of institutionalised discrimination.KeywordsSports tourismAthletes with physical disabilitiesStereotypesInclusivityAccessibility

<b>MARCH 2013 PLACEMENT ADS</b>

This chapter examines the perception of inclusiveness in Ukrainian higher education institutions, analyzing the culture, policies and practices that aim to create a more open and diverse educational environment. In the context of global efforts to promote sustainable development and achieve its goals, the article examines how inclusive higher education initiatives can respond to contemporary challenges by promoting equal access to quality education for all higher education seekers, including vulnerable groups. On the basis of a large-scale study, conducted among students of higher education of various specialties and levels of study (a total of 4,436 people) and employees of higher education institutions, including administrative, teaching and support staff (a total of 821 people), the authors identify key barriers and opportunities for improving inclusiveness in Ukrainian universities, through the prism of indicators "Inclusive culture in higher education", "Inclusive policy in higher education" and "Inclusive practices in higher education", emphasizing the importance of integrated approaches that contribute to quality education and ensure sustainable development of society. The authors offer recommendations for improving inclusive culture, policies, and practices, emphasizing the need for resource support and curriculum flexibility to meet diverse educational needs.

Inclusive education has consolidated itself as a central axis in contemporary educational agendas, being recognized as a fundamental mechanism for promoting equity and reducing educational inequalities in contexts marked by social, cultural, and cognitive diversity. Despite normative and policy advances, structural challenges persist that limit the effective operationalization of equity, including gaps in teacher training, institutional barriers, infrastructure limitations, and difficulties in integrating inclusive pedagogical practices. In this context, understanding contemporary challenges and identifying emerging practices becomes essential to strengthen the capacity of educational systems to promote sustainable and equitable inclusion. Therefore, this study aimed to analyze contemporary challenges and emerging practices associated with inclusive education and equity through an integrative literature review. Data collection was conducted in the Web of Science Core Collection database using descriptors related to inclusive education, equity, and educational practices, initially resulting in 344 records. After applying inclusion criteria — open access, review articles, and a time frame between 2021 and 2026 — 17 studies were selected for full analysis. The results indicated that promoting equity in inclusive education depends on multiple interrelated factors, including systemic educational leadership, teacher professional development, adoption of innovative pedagogical practices, integration of educational technologies, and strengthening of inclusive public policies. Furthermore, emerging technologies such as artificial intelligence and adaptive digital environments were found to have significant potential to enhance accessibility and personalize learning, although their effectiveness depends on institutional capacity and resource availability. It is concluded that inclusive education represents a continuously evolving process whose effectiveness depends on the articulation between public policies, pedagogical innovation, professional development, and institutional support, being essential for the construction of more equitable, inclusive, and sustainable educational systems.

ABSTRACTInclusion remains a key political agenda for education internationally and is a matter that teachers across subject communities and phases of education are challenged to respond to. In physical education specifically, research continues to highlight that current practice often reaffirms rather than challenges established inequities. This paper critically explores the understandings of inclusion that contribute to this situation and addresses the challenge of advancing inclusion in physical education from conceptual and pedagogical viewpoints. DeLuca’s [(2013). “Toward an Interdisciplinary Framework for Educational Inclusivity.” Canadian Journal of Education 36 (1): 305–348] conceptualisation of normative, integrative, dialogical and transgressive approaches to inclusion is employed as a basis for critical analysis of current practice and for thinking afresh about inclusive practice in physical education in relation to curriculum, pedagogy and assessment. Analysis informs the presentation of a set of principles that are designed to assist teachers and teacher educators to transform inclusive practice in physical education and in doing so, realise visions for physical education that are articulated in international policy guidelines and contemporary curriculum developments.